An online interactive resource for children to explore and learn from visual …
An online interactive resource for children to explore and learn from visual art through quizzes and games. You can test your memory with lace, create a colourful fruit poster, paint a Paul Henry skyline, or try your knowledge with a quiz.
This fun interactive encourages looking and responding to visual art and enables the child to look at and talk about works of visual art through strengthening their vocabulary.
Created for book lovers who like data. Whether you are an English …
Created for book lovers who like data. Whether you are an English teacher, professor, student, or run-of-the-mill bibliophile, Plotting Plots can help you explore ways to use data and technology to deepen the joy of reading.
Currently, poetry is something we teach "if there is time" at the …
Currently, poetry is something we teach "if there is time" at the end of the year. I would love to make poetry a more integral part of the 1st grade curriculum. Poetry is currently taught by the students reading a preprinted packet of poetry and the students knowing that they are poems. It's a very archaic way of teaching it, and I would love to change that.
The students are introduced to poetry throughout our curriculum (Scott Foresman Reading Street) through songs and curriculum poems, but are never specifically taught what makes a poem. This blended unit will change that! This unit will fall at the end of the 1st grade school year.
The Poetry Techniques and Features lesson includes information on Similes; Metaphors; Personification; …
The Poetry Techniques and Features lesson includes information on Similes; Metaphors; Personification; Hyperbole; Alliteration etc Poetry types - haiku; tanka; clerihew
Week 24, Day 1--Day 4 Poetry: Zombies! Evacuate the School! - “Bad …
Week 24, Day 1--Day 4 Poetry: Zombies! Evacuate the School! - “Bad Words” Today we’ll return to our book of poems, Zombies! Evacuate the School! You’ll remember that all the poems were written by one poet, Sara Holbrook. *Planning Notes This poetry unit focuses on a particular poem each day. You will need to display the poem using a document camera so the students can actually read it with you. If you want to add additional poems from the text, feel free to do so.
*Planning Notes: This poetry unit focuses on a particular poem each day …
*Planning Notes: This poetry unit focuses on a particular poem each day Introduce Book This book of poems is called Zombies! Evacuate the School! All the poems were written by one poet, Sara Holbrook. WEEK 5 Day 5 - Week 6 Day 2 Poetry: Zombies! Evacuate the School! - “Back to School!” The first poem is about coming back to school after a long, boring summer.
Through this lesson, students will be exposed to a variety of basic …
Through this lesson, students will be exposed to a variety of basic sight words or "popcorn" words. First they will watch a variety of videos to be introduced to the words. Then they will play a fun game on popcorn words. To end the lessons, students will identify their popcorn words.
This tutorial outlines the differences between different types of sources: scholarly journals, …
This tutorial outlines the differences between different types of sources: scholarly journals, popular magazines, trade journals, newspapers, and book reviews.
In this unit, students explore the power of reading and writing around …
In this unit, students explore the power of reading and writing around the world. Over the course of the unit, students will grapple with and explore the power involved with education and reading, and why so many people across the world seek the power to read. Students will also discover that not all people have equal access to education and that in many places receiving a high-quality education is not an easy feat. As a connection to the informational unit on continents, when the setting is clearly defined by the author either in the author’s note or directly in the text, make sure to reference it and challenge students to notice features of the culture or country. It is important to note that many of the texts in this unit are fiction; therefore, large generalizations about an entire culture or country should not be made based on the books alone. Students should, however, be challenged to think about the ways in which the author portrays the characters’ struggles and desire for education and what we can learn from the characters’ experiences. It is our hope that this unit, in connection with other units in the sequence, will begin to open students’ eyes to the world around us and the ways in which values are similar and different around the world.
In reading, it is assumed that students are inquisitive consumers of the text and are able to retell stories, including key details, using both the illustrations and words as a guide. Therefore, in this unit students will be pushed further to notice more nuanced central messages, particularly related to the idea of education and reading. Students will also be pushed to notice the words and phrases an author includes to suggest feeling and appeal to the senses. In Unit 3, students were exposed to the skill of compare and contrast by comparing and contrasting similar versions of the same story. In this unit, students will be pushed to the next level by comparing and contrasting more nuanced experiences and messages across multiple stories.
In writing, students will continue to write daily in response to the text. In every piece of writing, students should be expected to correctly answer the question and provide details from the text to support their answer. In this unit, students will begin to learn how to explain their evidence and thinking in a way that shows a deeper understanding of the question or text. By the end of the unit, most students should be able to score a 3 on the Reading Response rubric.
This website gives a short written explanation and plenty of practice for …
This website gives a short written explanation and plenty of practice for common prefixes. There is also a video on prefixes and other interactive activities for suffixes and more.
This book uses authentic freshman-level reading materials to teach important reading skills …
This book uses authentic freshman-level reading materials to teach important reading skills and prepare students, including English Language Learners, for university. In each chapter, you’ll find passages from freshman textbooks, explicit reading skill instruction, reading comprehension questions, vocabulary activities, and discussion topics. Together the materials in this book will help students better understand typical readings from their freshman year of college by giving them the tools to succeed.
In this lesson, students prepare for a text-based discussion in which they …
In this lesson, students prepare for a text-based discussion in which they will describe threats to human rights in Chapters 4-6 of Esperanza Rising, using both the Esperanza Rising text and the UDHR, and how those threats made them feel. This is in preparation for the end of unit assessment in Lesson 12, in which students will participate in this discussion (RL.5.1, RI.5.1, W.5.9a, SL.5.1a). The lesson is written for "Las Cebollas" to be a teacher read-aloud, but this can be organized in different ways to meet the needs of your students. For example, students could read the chapter in pairs or triads, taking turns to read, with a teacher-led smaller group of students who need additional support. Many articles of the UDHR could be applied to each chapter. Students may make suggestions other than those recorded on the How Were the Human Rights of the Characters in Esperanza Rising Threatened? anchor chart (example, for teacher reference). In this lesson, the Structure of Esperanza Rising anchor chart is not updated, as students will be required to do this in Part II of the end of unit assessment in Lesson 12 to assess RL.5.5. At the end of the lesson, students continue to hear A Life like Mine read aloud to make connections with Esperanza in Esperanza Rising. The purpose of this text is to help students understand that home may mean different things to different people. Continue to use Goal 1 Conversation Cues to promote productive and equitable conversation. In this lesson, the habit of character focus is on working to become an ethical person. The characteristics that students practice are respect, empathy, and compassion as they prepare for a collaborative discussion in which they discuss how they feel about the threats to human rights. Students practice their fluency in this lesson by following along and reading silently in their heads as the teacher reads "Las Cebollas" from Esperanza Rising during Opening B. The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to human rights. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.
For this assignment, students will review prepositions through an activity, a video, …
For this assignment, students will review prepositions through an activity, a video, and a website. They will have an opportunity to prove their knowledge through a Quiz game and a worksheet. Once they understand how to write prepositions, they will end the lesson by using prepositions to describe a room in their house. They can share their assignment through Voicethread or a Padlet.
Learn what the futures of the Eastern Shoshone and Northern Arapaho tribes …
Learn what the futures of the Eastern Shoshone and Northern Arapaho tribes are, and how the tribes will retain their culture and tradition while preparing to move into the future? In the accompanying lesson plan (found in the Support Materials) students will understand the importance of education and perservation of the culture.
LEARNING OBJECTIVES:
Students will demonstrate an understanding about the importance of education and preservation of the language and culture among the Northern Arapaho and Eastern Shoshone Tribe from the past, present, and future. Students will learn about the Federal Indian Policy to civilize Native Americans through the establishment of Native American Boarding Schools incorporating key vocabulary words. Students will learn about how the practice of forced assimilation contributed to the diminished use of the Shoshone and Arapaho people’s lifestyle, languages, and traditions. Students will discuss the development of Indian boarding schools in the United States and Wyoming. Students will analyze the differences between the early educational experiences of the Native American and non-native students. Students will examine the importance of education as a value that the Shoshone, Arapaho, and non-native communities share. Students will consider how Native American students and non-native students can learn from each other to dispel the myths and stereotypes that exist in contemporary society. Students will learn why oral traditions are important. Students will understand why respect for elders is important in the tribe. Students will gain an awareness of why traditional dancing and singing is important to traditions and culture. Students will explore the significance of the buffalo to the Shoshone people living on the Wind River Reservation. Students will learn that through traditional concepts of understanding, the Shoshone people, as well as many other Plains tribes, were able to survive through their sustenance on the buffalo. Students will discuss the relationship that Native American people have with the buffalo (i.e., spiritual, sustenance, etc.) and how oral traditions play a critical role in the preservation of Native ways of knowing.
Pressbooks is an Open Textbook platform. This Open (Canvas LMS) course demonstrates …
Pressbooks is an Open Textbook platform. This Open (Canvas LMS) course demonstrates various methods of placing an open Pressbooks textbook in Canvas, including as a Navigation menu item and as links, PDFs or pages within Modules. It also includes various methods of providing students with a print version.
This unit is centered around an anchor text that may be common …
This unit is centered around an anchor text that may be common among content area teachers in a high school setting. Although this unit may be incorporated into any high-school English class, it is aligned with Common Core standards for 9-10. This unit will primarily focus on informational and argumentative texts, and can be used to incorporate more informational texts (as directed by the Common Core) into English classrooms at the high school level. This unit is best suited to a collaborative model of development in which ELA and content area teachers share an anchor text (The Universal Declaration of Human Rights) and communicate about how to connect diverse skills to common texts and essential questions.
Through a study of the moon, students will be guided through an …
Through a study of the moon, students will be guided through an inquiry process using primary sources to learn how we shape our understanding of the past (history). They will also learn how new discoveries and observations change our perceptions over time, as each succeeding generation creates knowledge and adds new technology. Students will then pose their own questions to wonder how future discoveries or new technology might change our understanding of the world and our universe.
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